ARC Professional Staff
Grace Coulombe (M.A., Boston College)
Director, Math & Statistics Workshop
Acting Director, Academic Resource Commons
Lecturer in Mathematics
207-786-8374;email@example.com, Ladd Library, Room G02
Grace received a B.A. in Mathematics from Bates College and an M.A. in Mathematics from Boston College. She returned to Bates in 2000 to serve as the founding Director of the Mathematics and Statistics Workshop and a lecturer for the Mathematics Department. In the summer of 2021, Grace took over as the Acting Director of the Academic Resource Commons. While at Bates, Grace has taught the following courses: Calculus I and II, Introduction to Abstraction, Probability, Mathematical Statistics, Working with Data, Great Ideas in Mathematics, Mathematics across Time and Cultures, and a First Year Seminar on Math & the Art of M.C. Escher.
Andee Alford (M.A., SUNY Stonybrook)
Assistant Director, Math & Statistics Workshop
Acting Assistant Director, Academic Resource Commons
Lecturer in Humanities
207-786-6275, firstname.lastname@example.org, Ladd Library, Room G01
Andee graduated from Princeton with an A.B. in Mathematics and completed her Master’s degree in Math at SUNY Stony Brook (Stony Brook University). After graduate school, she spent a year in Israel at the University of Tel Aviv teaching Multivariable Calculus for the University of New Haven, and in 1993 began teaching at Gould in Bethel, Maine. She spent twenty-five years at Gould teaching courses that included AP Calculus AB/BC, AP Statistics, Introduction to Proof, and similar content to Bates’ Great Ideas in Math course. At Bates, Andee has taught Calculus II, as well as the First Year Seminars: Math & the Art of M.C. Escher, The Communication Equation and Paperfolding in Art and Math.
Bridget Fullerton (Ph.D., University of Rhode Island)
Acting Director, Writing@Bates (Social Sciences, Humanities and Interdisciplinary Studies) and the Writing & Language Center
Lecturer in Humanities
207-786-6133, email@example.com, Coram Library, Room 226
Most of my career in education has been in the public sector teaching students and collaborating with educators in low-income and culturally diverse rural and urban communities in North Carolina, New York City, South Dakota and the Bay Area. These experiences made me keenly aware of my own privilege and interested in issues of race, class, gender and power, particularly in writing programs and composition pedagogy. My contemplative, social justice and feminist approach to writing instruction and administration is intimately linked to these lived experiences.
In my teaching, I attempt to honor the voices and values of all students, encouraging and offering them opportunities to research and write about issues that affect them directly and in which they can use invitational or listening rhetoric to actively participate. I also enjoy bringing contemplative practices and mindfulness activities into classrooms as one way to help students become attentive to the embodied and affective aspects of any writing experience. I believe that writing spaces and compositional occasions can offer students opportunities for both cognitive and somatic understandings of the multiple perspectives that enliven, muddle, clarify and complicate today’s most pressing public issues. Taking a holistic approach to writing may better prepare students to intellectually navigate and physically participate in a highly interdependent, intersectional public sphere without shirking their responsibility to honor its differences or being overwhelmed by its demands on their attention.
In my writing administration work, I seek to listen to and collaborate with faculty, to invite dialogue in the contact zone and to share the theoretical and pragmatic insights we have garnered over the years about writing and writing instruction. I invite you to engage with me in conversations about the practical side of writing: peer review, revision, scaffolding assignments, process engagement, topic selection, grading and feedback on student writing, and multimodal writing, writing technologies, and multimedia assignments and presentations. I welcome, too, discussions about the more sociocultural aspects of composition: grading contracts, meaningful, or consequential writing assessment (like portfolios), contemplative writing practices, action research, grader/reader bias, and the multiple Englishes, multiliteracies and rich linguistic expertise students bring to our classrooms.
I am thrilled to be serving as the Acting Director of Writing at Bates and to offer instructors and students my twenty-plus years of teaching experience and passion for ethical and inclusive civic, academic and professional writing and communication. I look forward to partnering with and learning from you!
Eric Dyer (B.A., University of Michigan, Residential College)
Assistant Director, Academic Resource Commons
Coram Library, Room 224
Eric graduated from the Residential College at the University of Michigan with a degree in Philosophy. Between his own undergraduate degree and his work at Bates, he spent time working as a cobbler for Birkenstock, a staff writer for a web design startup, a dining room manager for a small brewpub, and nearly a decade in a variety of team leadership capacities in the natural and organic foods industry. His primary goals in all of his work at Bates are focused on building collaborative systems and campus partnerships which support Bates students in their academic pursuits, and support ARC’s Peer Educators in their development as community leaders.